Teachers as Researchers Developing Understanding through ... · Meet up with Children’s Minds by...
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1/2/2020 1 With Deb Curtis and Nadia Jaboneta Early Childhood Webinars Children’s Lively Minds Welcome and Introductions! Where do we begin?…. We want to know what the children think, feel and wonder. We believe that the children will have things to tell each other and us that we have never heard before. We are always listening for a surprise and the birth of a new idea. This practice supports a searching together for new meaning. Together we can become a community of seekers. Louise Boyd Cadwell 1 2 3
Transcript of Teachers as Researchers Developing Understanding through ... · Meet up with Children’s Minds by...
1/2/2020
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With Deb Curtis and Nadia Jaboneta Early Childhood Webinars
Children’s Lively Minds
Welcome and Introductions!
Where do we begin?….
We want to know what the children think, feel and wonder. We believe that the children will have things
to tell each other and us that we have never heard before. We are always listening for a surprise and the
birth of a new idea. This practice supports a searching together for new meaning. Together we can
become a community of seekers. Louise Boyd Cadwell
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"The key is curiosity, and it is curiosity, not answers that we model. As we seek to know more about a child, we demonstrate the acts of observing, listening, questioning and wondering. When we are curious about a child's words and our responses to those words, the child feels respected. The child is respected."-
Vivian Paley
Meet up with Children’s Minds by Understanding Schemas
Schemas are repeating patterns in children’s play. More Specifically a schema is a thread of thought which is demonstrated by repeated actions and patterns in children’s play. Child repeat actions over and over again, to test something out. Observing for schemas draws our attention to
patterns across children’s play that would not be otherwise obvious or seem to be linked in any way. Offer children materials where they can explore:
Transporting Transforming
Trajectory Rotation and Circulation
Enclosing and Enveloping
Connecting and DisconnectingOrientation/Perspective
The Rollercoaster
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The Rollercoaster
What is your reaction to this story? Choose among the following:
• That looks really dangerous. I want to stop it.
• The trucks are expensive and shouldn’t be used that way. They might break.
• Where are the teachers? This activity needs supervision.
• Wow! The children are showing such creativity and ingenuity.
• There is amazing collaboration among the children. I wonder why they are working together so well.
Reflective Practice
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Meet up with Children’s Minds by Understanding Schemas
Schemas are repeating patterns in children’s play. More Specifically a schema is a thread of thought which is demonstrated by repeated actions and patterns in children’s play. Child repeat actions over and over again, to test something out. Observing for schemas draws our attention to
patterns across children’s play that would not be otherwise obvious or seem to be linked in any way. Offer children materials where they can explore:
Transporting Transforming
Trajectory Rotation and Circulation
Enclosing and Enveloping
Connecting and DisconnectingOrientation/Perspective
TransportingPicks things up, moves
things, puts down or dumps. Uses things like strollers, wagons, bags,
baskets, and trucks.
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Transporting
Transporting
Transporting
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Enclosing and Enveloping
Surrounds objects with other things. Uses self to get inside a defined area like blocks, boxes, etc. Hides, covers or wraps self and other things completely up.
Enclosing
Enclosing
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Enclosing
Enveloping
Enveloping
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Enveloping
Rotation and Circularity
Experiments with things that turn; like wheels and
balls. Explores curved lines and circles.
Rotation and Circularity
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Rotation and Circularity
Rotation and Circularity
TransformingUses materials to explore
change in shape, color, consistency, etc.
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Transforming
Transforming
Transforming
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TrajectoryExplores the horizontal,
vertical and diagonal movement of things and
oneself. Makes things fly through the air, moves
own body in these ways.
Trajectory
Trajectory
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Trajectory
Trajectory-Scattering
Trajectory-Scattering
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Connecting andDisconnecting
Connecting:Joins things together and ties
things up.
Disconnecting:Takes things a part, scatters
pieces and parts.
Connecting and Disconnecting
Connecting and
Disconnecting
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Connecting and
Disconnecting
Connecting and Disconnecting
Positioning and Ordering
Noticing similarities and differences and sorting and classifying everything. They are doing this with people, other living creatures, as well as objects.
Carefully placing objects in lines, patterns, sequences and putting them in groups.
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Positioning (Stacking)
Positioning (Lining up)
Ordering:Sorting and Classifying
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Orientation and Perspective
Climbing everything, sitting upside down, hanging from bars, looking through holes and
transparent objects, standing on toys, crawling under tables.
Orientation and Perspective
Orientation and Perspective
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Orientation and Perspective
Look for Schemas
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What are your thoughts about this exploration?
• That’s glass, I would stop it immediately.
• I loved how joyful and excited the children were with this game.
• The children were persistent, stacking over and over again.
• It was surprising how the children so easily took turns.
• I saw the schema explorations of enclosure, connecting and trajectory.
What do children already knowabout getting along?
Schema explorations invite
Social Connections and Cooperative
Play
Schema explorations invite cooperative play
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Children Use Schemas Explorations to Learn about Differences in People
Ordering, classifying
Children Use Schemas Explorations to Learn about Differences in People
Children explore schemas with their bodies
How do children show us the importance of active play?
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Active Bodies and Brain DevelopmentThe preschool years are a critical developmental period. Children desperately need to have a multitude of whole-body, sensory motor experiences on a daily basis in order to develop strong bodies and minds.
If children are not given enough time for natural sensory motor play experiences they are more likely to be clumsy, have difficulty paying attention, trouble controlling their emotions, utilize poor problem-solving methods and demonstrate difficulties with social interactions. We are consistently seeing sensory motor and cognitive issues pop up in later years because of inadequate opportunities to play and move in theearly years. Angela Hanscom
Vestibular (movement)
The Vestibular System regulates our balance and is very sensitive to subtle changes in position or movement. Located in the inner ear, this system is responsible for monitoring and maintaining equilibrium. It is also responsible for organizing all other sensory input.
Proprioceptive(muscle and joint input)
The Proprioceptive System is located in the joints, muscles, and tendons. It is the second largest sensory system. This system processes sensory information provided by tiny receptors that monitor the contracting and stretching of muscles and the bending, straightening, pulling, and compressing of the joints.
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Environments and Materials that meet
up with Babies' Lively
Minds and Bodies
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Environment and Materials that
meet up with Toddler’s Lively
Minds and Bodies
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Environments and materials that meet up with
preschool children’s amazing brains
Provide an abundance of space, time and open ended materials for children to spread out and do big work
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Provide larger, light weight loose parts that encourage big mind and body work.
Expect, encourage and negotiate flexible use of space and materials.
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Facebook Page : Reflecting in Communities of PracticeBooks from:childcareexchange.comredleafpress.org
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